Volume 51 Number 1 March 2016http://daddcec.org/Default.aspx?TabId=73&rssissueid=59
en-USkarla@findeight.comkarla@findeight.comMon, 21 Jan 2019 19:19:28 GMTMon, 21 Jan 2019 19:19:28 GMThttp://backend.userland.com/rssPackFlash Publishing RSS Generator Version 2.4.1.0Differentiated Effects of Sensory Activities as Abolishing Operations via Non-contingent Reinforcement on Academic and Aberrant Behavior<p>Differentiated Effects of Sensory Activities as Abolishing Operations via Non-contingent Reinforcement on Academic and Aberrant Behavior</p>
<p>G. Richmond Mancil, Todd Haydon, and Marty Boman</p>
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<p>Abstract: The purpose of the study was to evaluate the effectiveness of sensory activities used as antecedent interventions on the percentage correct on academic tasks and rate of aberrant behavior in three elementary aged children with Autism Spectrum Disorders (ASD). Study activities were conducted in an after school program for children with ASD where program personnel acted as change agents regarding strategy implementation. An alternating treatment design was used with each participant to evaluate the differentiated effects of three activities. Results varied across participants regarding the sensory related activity that had the greatest effects on producing correct academic responses and reduction in aberrant behavior. In addition, sensory activities had greater effects than control sessions across all participants. A discussion of limitations and future research directions is included.</p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/2190/Differentiated-Effects-of-Sensory-Activities-as-Abolishing-Operations-via-Non-contingent-Reinforcement-on-Academic-and-Aberrant-Behavior.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/2190/Differentiated-Effects-of-Sensory-Activities-as-Abolishing-Operations-via-Non-contingent-Reinforcement-on-Academic-and-Aberrant-Behavior.aspx
http://daddcec.org/Home/tabid/40/ArticleID/2190/Differentiated-Effects-of-Sensory-Activities-as-Abolishing-Operations-via-Non-contingent-Reinforcement-on-Academic-and-Aberrant-Behavior.aspxMon, 04 Apr 2016 20:22:00 GMT0Video Modeling to Teach Social Safety Skills to Young Adults with Intellectual Disability<p>Video Modeling to Teach Social Safety Skills to Young Adults with Intellectual Disability</p>
<p>Corrine E. Spivey and Linda C. Mechling</p>
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<p style="margin-left: 4.5pt;">Abstract:<strong> </strong>This study evaluated the effectiveness of video model with a constant time delay procedure to teach social safety skills to three young women with intellectual disability. A multiple probe design across three social safety skills<strong> (</strong>responding to strangers who: requested personal information; requested money, and entered the participant&rsquo;s personal space) and replicated across three participants was used to evaluate the effectiveness of the intervention and participants&rsquo; abilities to generalize the skills to in vivo community settings and across novel stimuli. Results indicate that the three participants learned and generalized their ability to verbally respond to perpetrators&rsquo; requests for money and personal information, but did not generalize their ability to physically respond to perpetrators entering their personal space.</p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/2187/Video-Modeling-to-Teach-Social-Safety-Skills-to-Young-Adults-with-Intellectual-Disability.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/2187/Video-Modeling-to-Teach-Social-Safety-Skills-to-Young-Adults-with-Intellectual-Disability.aspx
http://daddcec.org/Home/tabid/40/ArticleID/2187/Video-Modeling-to-Teach-Social-Safety-Skills-to-Young-Adults-with-Intellectual-Disability.aspxMon, 04 Apr 2016 20:16:00 GMT0Family Generated and Delivered Social Story Intervention: Acquisition, Maintenance, and Generalization of Social Skills in Youths with ASD<p>Family Generated and Delivered Social Story Intervention: Acquisition, Maintenance, and Generalization of Social Skills in Youths with ASD</p>
<p>Seray Ol&ccedil;ay-G&uuml;l and Elif Tekin-Iftar</p>
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<p>Abstract: The purpose of this study was <a name="_GoBack"></a>to examine whether (a) family members were able to learn to write a social story and deliver social story intervention to teach social skills to their children (age 12 to 16) with ASD, (b) youths with ASD acquired and maintained the targeted social skills and generalized these skills across novel situations. Multiple probe design across three dyads (family members-youths with ASD) was used. Results showed that family members were able to write and deliver social story intervention with high treatment integrity and youths acquired the targeted social skills. Also they were able to maintain the acquired skills over time and generalize them to novel situations. Family members reported positive opinions about using social stories and social comparison data showed that after intervention, the social skill performance of the youth with ASD was found to be similar to their peers. Based on the findings, future research needs and implications for practice are discussed.</p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/2184/Family-Generated-and-Delivered-Social-Story-Intervention-Acquisition-Maintenance-and-Generalization-of-Social-Skills-in-Youths-with-ASD.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/2184/Family-Generated-and-Delivered-Social-Story-Intervention-Acquisition-Maintenance-and-Generalization-of-Social-Skills-in-Youths-with-ASD.aspx
http://daddcec.org/Home/tabid/40/ArticleID/2184/Family-Generated-and-Delivered-Social-Story-Intervention-Acquisition-Maintenance-and-Generalization-of-Social-Skills-in-Youths-with-ASD.aspxMon, 04 Apr 2016 20:12:00 GMT0An Evaluation of Constant Time Delay and Simultaneous Prompting Procedures in Skill Acquisition for Young Children with Autism<p>An Evaluation of Constant Time Delay and Simultaneous Prompting Procedures in Skill Acquisition for Young Children with Autism<br />
Julie A. Ackerlund Brandt, Sara Weinkauf, Nicole Zeug, and Kevin P. Klatt</p>
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<p>Abstract: Previous research has shown that various prompting procedures are effective in teaching skills to children and adults with developmental disabilities.&nbsp; Simultaneous prompting includes proving a prompt immediately following an instruction; whereas constant time-delay procedures include a set time delay (i.e., 5 s or 10 s) prior to delivering a prompt following an instruction.&nbsp; These prompting procedures have been previously compared with mixed results.&nbsp; The current study used an alternating treatments design to compare simultaneous prompting to a constant time-delay procedure to evaluate efficacy and efficiency of each procedure, in addition to the number of errors which occurred under each condition.&nbsp; Results from the current study are discussed as well as limitations and future directions.</p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/2181/An-Evaluation-of-Constant-Time-Delay-and-Simultaneous-Prompting-Procedures-in-Skill-Acquisition-for-Young-Children-with-Autism.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/2181/An-Evaluation-of-Constant-Time-Delay-and-Simultaneous-Prompting-Procedures-in-Skill-Acquisition-for-Young-Children-with-Autism.aspx
http://daddcec.org/Home/tabid/40/ArticleID/2181/An-Evaluation-of-Constant-Time-Delay-and-Simultaneous-Prompting-Procedures-in-Skill-Acquisition-for-Young-Children-with-Autism.aspxMon, 04 Apr 2016 20:08:00 GMT0Embedded Simultaneous Prompting Procedure to Teach STEM Content to High School Students with Moderate Disabilities in an Inclusive Setting<p>Embedded Simultaneous Prompting Procedure to Teach STEM Content to High School Students with Moderate Disabilities in an Inclusive Setting</p>
<p>Sara Heinrich, Belva C. Collins, Victoria Knight, Amy D. Spriggs</p>
<p>&nbsp;</p>
<p>Abstract: Effects of an embedded simultaneous prompting procedure to teach STEM (science, technology, engineering, math) content to three secondary students with moderate intellectual disabilities in an inclusive general education classroom were evaluated in the current study. Students learned discrete (i.e., geometric figures, science vocabulary, or use of technology to publish) and chained tasks (i.e., linear equation, Punnett square, or Internet research) from a peer tutor and paraprofessionals. Using a multiple probe across participants design, results showed students reached criterion in two to eight sessions and maintained the skills for one month following intervention. Generalization was also at higher levels than in the baseline condition. In addition, general education students who attended class with the participants expressed positive comments based on the intervention. </p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/2178/Embedded-Simultaneous-Prompting-Procedure-to-Teach-STEM-Content-to-High-School-Students-with-Moderate-Disabilities-in-an-Inclusive-Setting.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/2178/Embedded-Simultaneous-Prompting-Procedure-to-Teach-STEM-Content-to-High-School-Students-with-Moderate-Disabilities-in-an-Inclusive-Setting.aspx
http://daddcec.org/Home/tabid/40/ArticleID/2178/Embedded-Simultaneous-Prompting-Procedure-to-Teach-STEM-Content-to-High-School-Students-with-Moderate-Disabilities-in-an-Inclusive-Setting.aspxMon, 04 Apr 2016 20:05:00 GMT0An Evaluation of App-Based and Paper-Based Number Lines for Teaching Number Comparison<p>An Evaluation of App-Based and Paper-Based Number Lines for Teaching Number Comparison</p>
<p>Pei-Lin Weng and Emily C. Bouck</p>
<p>&nbsp;</p>
<p>Abstract: Number comparison is a fundamental skill required for academic and functional mathematics (e.g., time, money, purchasing) for students with disabilities. The most commonly used method to teach number comparison is number lines. Although historically paper number lines are used, app-based number lines may offer greater flexibility. This study compared using paper-based and app-based number lines to teach number comparison skills to students with intellectual disability using a single-subject alternating treatments design. Three secondary students with intellectual disability participated in a classroom setting during baseline and intervention phases and a simulated grocery store setting during <em>generalization phases</em>. Both the adapted paper-based and app-based number lines were effective for students with intellectual disability. However, the app-based number line was slightly more effective in terms of accuracy and completion time during number comparison and price comparison tasks.</p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/2175/An-Evaluation-of-App-Based-and-Paper-Based-Number-Lines-for-Teaching-Number-Comparison.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/2175/An-Evaluation-of-App-Based-and-Paper-Based-Number-Lines-for-Teaching-Number-Comparison.aspx
http://daddcec.org/Home/tabid/40/ArticleID/2175/An-Evaluation-of-App-Based-and-Paper-Based-Number-Lines-for-Teaching-Number-Comparison.aspxMon, 04 Apr 2016 20:01:00 GMT0Meta-Analysis of Pivotal Response Training for Children with Autism Spectrum Disorder<p>Meta-Analysis of Pivotal Response Training for Children with Autism Spectrum Disorder</p>
<p>Gulden Bozkus-Genc and Serife Yucesoy-Ozkan</p>
<p style="line-height: normal;" class="WPDefaults">&nbsp;</p>
<p>Abstract: The main purpose of this study was to review pivotal response training and examine the efficacy of pivotal response training for children with autism spectrum disorder. The other purposes of study were to (a) examine the characteristics of participants and components of the intervention in which pivotal response training was used; (b) determine the level of efficacy of pivotal response training to teach various behaviors to children with autism spectrum disorder; (c) determine whether the effectiveness of pivotal response training differed in terms of characteristics of the intervention; and (d) determine whether percentage of nonoverlapping data, percentage of nonoverlapping corrected data, and percentage of data points exceeding median were correlated. In this study, 34 single case research articles conducted with individuals with autism spectrum disorder and published in a peer-reviewed journal in between 1979-2012 were examined. Articles primarily were descriptively analyzed and then examined by use of meta-analysis. According to results, in half of the studies, treatment integrity was assessed, generalization and maintenance data were collected; in only a quarter of the studies, social validity data were collected. Pivotal response training that focused on two of the three core features of autism spectrum disorder were found effective in influencing individual outcomes. Results also indicated that percentage of nonoverlapping data, percentage of nonoverlapping corrected data, and percentage of data points exceeding median were correlated.</p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/2172/Meta-Analysis-of-Pivotal-Response-Training-for-Children-with-Autism-Spectrum-Disorder.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/2172/Meta-Analysis-of-Pivotal-Response-Training-for-Children-with-Autism-Spectrum-Disorder.aspx
http://daddcec.org/Home/tabid/40/ArticleID/2172/Meta-Analysis-of-Pivotal-Response-Training-for-Children-with-Autism-Spectrum-Disorder.aspxMon, 04 Apr 2016 19:57:00 GMT0Economic and Demographic Factors Impacting Placement of Students with Autism<p>Economic and Demographic Factors Impacting Placement of Students with Autism</p>
<p> </p>
<p>Jennifer A. Kurth, Ann M. Mastergeorge and Katherine Paschall</p>
<p> </p>
<p style="line-height: normal;" class="WPDefaults">&nbsp;</p>
<p> </p>
<p style="line-height: normal;" class="WPDefaults">Abstract: Educational placement of students with autism is often associated with child factors, such as IQ and communication skills.&nbsp; However, variability in placement patterns across states suggests that other factors are at play.&nbsp; This study used hierarchical cluster analysis techniques to identify demographic, economic, and educational covariates associated with placement patterns across states in highly inclusive, moderately inclusive, moderately restrictive, and highly restrictive clusters.&nbsp; Findings indicate that highly inclusive states are more rural, have more adults with high school diplomas and more White citizens compared to other clusters.&nbsp; States that are highly restrictive were largely less economically and racially privileged.&nbsp; These findings suggest an inequitable access to the least restrictive environment for students with autism.&nbsp; Implications of these findings are included.</p><p><a href='http://daddcec.org/Home/tabid/40/ArticleID/2169/Economic-and-Demographic-Factors-Impacting-Placement-of-Students-with-Autism.aspx'>More...</a></p>http://daddcec.org/Home/tabid/40/ArticleID/2169/Economic-and-Demographic-Factors-Impacting-Placement-of-Students-with-Autism.aspx
http://daddcec.org/Home/tabid/40/ArticleID/2169/Economic-and-Demographic-Factors-Impacting-Placement-of-Students-with-Autism.aspxMon, 04 Apr 2016 19:50:00 GMT0